· Introduction
· What is CRF and its types
· How is it different than other prediction tools
· Disadvantages and Advantages
· Method
· Why we are using graphical CRF and how is it different than others
· Detail explanation of Pystruct
· How we train them before feeding the actual data
The Wall Reflection
When this work was fresh in the public eye, the ending was new and disruptive. It was frightening in its “chance.” With us and our experiences, “not so much.”
The screw that turns the notches of pain is a physician, one trained to save lives. But here he practices psychological torment – a sort of Mengele. https://encyclopedia.ushmm.org/content/en/article/nazi-medical-experiments
There are three prisoners and they are a really diverse group. In common is that they are all male, all accused of crimes against the state and sentenced to die. The watchers “watch” how each responds to death coming closer with the knowledge thatthere is nothing that they can do to stop it.
There is the wall whose image serves a few purposes. There is a wall between life and death. There is a wall which defines behaviors for as long as they can be maintained. There is the wall between those who are condemned and those who are not. There is the wall against which people are stood and then shot.
Sartre’s existentialism focuses on choice. People and cultures may be defined by their choices. EX: Manhood by personal choice or in a certain culture may not include pushing a baby carriage. Making choices requires responsibility for decision making. This can lead to almost constant questioning of possibilities, a certain mindfulness. If I do X, then Y or Z, or AA can result. They could be taken into subsets of each – almost like backtracking DNA through the generations. How one conducts himself/herself is who he or she is. The problem is free will with its constant questioning. It seems obvious that choices define us, but Sartre’s was then a newer way at looking at the, at times, quirkiness of life events and situations.
So there you have it. Be in the wrong place at the wrong time, say the word incorrectly (Farming of Bones foreshadowing), do not move quickly enough or too slowly, all is choice –the pain of freedom.
The Wall
John-Paul Sartre
Sartre developed the concept of existentialism. An overview of the philosophy follows.
John Paul Sartre and the Existential Choice
The existentialist Jean-Paul Sartre thought that human beings live in anguish. Not because life is terrible. But rather because, we’re ‘condemned to be free’. We're ‘thrown’ into existence, become aware of ourselves, and have to make choices. Even deciding not to choose is a choice. According to Sartre, every choice reveals what we think a human being should be.
Narrated by Stephen Fry. Scripted by Nigel Warburton. https://www.youtube.com/watch?v=qpXNRrtuo38
War is hell.
Existentialism is a response to the “unfathomable” horrors that result from man’s choices.
Sa ...
The document provides details about the Holocaust and the Nazi regime's "Final Solution" - the systematic attempted extermination of the Jewish population of Europe. It describes the mass killings carried out by Nazi death squads, including shooting innocent Jewish men, women and children. It also discusses the inhumane medical experiments performed by Nazi doctors such as Josef Mengele on victims in concentration camps.
This document provides a 3 chapter summary of the novel Fahrenheit 451 by Ray Bradbury, along with additional context and criticism. The summary covers:
- Chapter 1 describes the pleasure the main character Guy Montag takes in burning books as a fireman, as well as his routine after work where he notices a girl named Clarisse walking alone at night.
- Chapter 2 is not summarized.
- Chapter 3 briefly describes Montag saving a book from the flames instead of burning it, diverging from his role as a fireman.
The document also includes an introduction by Neil Gaiman providing historical context for when the novel was written in 1953, as well as analysis of the novel's themes
This document discusses the rise of Nazi Germany and the Holocaust. It provides quotes from Nazi leaders promoting anti-Semitism as well as accounts of the atrocities committed in concentration camps. It also includes reactions and commentary on the Nazi regime from world leaders after World War 2, establishing international organizations to prevent future genocides and protect human rights.
1) Irma Grese was a guard at the Ravensbrück, Auschwitz, and Bergen-Belsen concentration camps during World War II who rose to the rank of Oberaufseherin.
2) At her trial after the war, survivors testified that Grese beat and shot prisoners, selected people for the gas chambers, and had lampshades made from human skin.
3) Grese denied many of the charges but was found guilty and sentenced to death. She was executed by hanging at age 21, becoming the youngest woman executed for war crimes after World War II.
In the beginning, StanleyMilgram was worried aboutthe NaziMalikPinckney86
In the beginning, Stanley
Milgram was worried about
the Nazi problem. He doesn’t
worry much about the Nazis
anymore. He worries about
you and me, and, perhaps,
himself a little bit too.
Stanley Milgram is a social
psychologist, and when he
began his career at Yale
University in 1960 he had a
plan to prove, scientifically,
that Germans
if Hitler asked You
to Electrocute a Stranger
would you?
Philip Meyer
The experimenter, as
though he were God, can
change a prop here, vary
a line there, and see how
the subject responds.
T
are different. The Germans-are-
different hypothesis has been used
by historians, such as William L.
Shirer, to explain the systematic
destruction of the Jews by the
Third Reich. One madman could
decide to destroy the Jews and
even create a master plan for
getting it done. But to implement it
on the scale that Hitler did meant
that thousands of other people had
to go along with the scheme and
help to do the work. The Shirer
thesis, which Milgram set out to
test, is that Germans have a basic
character flaw which explains the
whole thing, and this flaw is a
readiness to obey authority without
question, no matter what
outrageous acts the authority
commands.
The appealing thing about this
theory is that it makes those of us
who are not Germans feel better
about the whole business.
Obviously, you and I are not
Hitler, and it seems equally
obvious that we would never do
Hitler's dirty work for him. But
now, because of Stanley Milgram,
we are compelled to wonder.
Milgram developed a laboratory
experiment which provided a
systematic way to measure
obedience. His plan was to try it
out in New Haven on Americans
and then go to Germany and try it
out on Germans.
He was strongly motivated by
scientific curiosity, but there was
also some moral content in his
decision to pursue this line of
research, which was, in turn,
colored by his own Jewish
background. If he could show that
Germans are more obedient than
Americans, he could then vary the
conditions of the experiment and
try to find out just what it is that
makes some people more obedient
than others. With this
understanding, the world might,
conceivably, be just a
little bit better.
But he never took
his experiment to
Germany. He never took
it any farther than
Bridgeport. The first
finding, also the most
unexpected and
disturbing finding, was
that we Americans are
an obedient people: not
blindly obedient, and not
blissfully obedient, just obedient.
“I found so much obedience,” says
Milgram softly, a little sadly, “I
hardly saw the need for taking the
experiment to Germany.”
here is something of the
theatre director in
Milgram, and his
technique, which he learned from
one of the old masters in
experimental psychology, Solomon
Asch, is to stage a play with every
line rehearsed, every prop carefully
selected, and everybody an actor
except one person. That one person
is the subject of the experiment.
The subject, of course, doe ...
In the beginning, stanley milgram was worried aboutthe naziADDY50
Stanley Milgram conducted controversial experiments on obedience in the 1960s that shocked the world. In the experiments, subjects were instructed to administer electric shocks to a learner for giving wrong answers, with the shock levels increasing dramatically. Surprisingly, 65% of subjects continued shocking the learner up to 450 volts, even as the learner screamed in pain. When the experiment was modified so subjects had to physically force the learner's hand onto the shock plate, 30% still obeyed the experimenter. The experiments demonstrated that ordinary people are highly obedient to authority figures and revealed troubling insights into human nature.
308 Arundhati Roy Soviet-style communism failed, not becau.docxgilbertkpeters11344
308 Arundhati Roy
Soviet-style communism failed, not because it was intrinsi-
cally evil but because it was flawed. It allowed too few people to
usurp too much power. Twenty-first-century market-capitalism,
American style, will fail for the same reasons. Both are edi-
fices constructed by the human intelligence, undone by human
nature.
The time has come, the Walrus said. Perhaps things will be-
come worse and then better. Perhaps there's a small god up in
heaven readying herself for us. Another world is not only possi-
ble, she's on her way. Maybe many of us won't be here to greet
her, but on a quiet day, if I listen very carefully, I can hear her
breathing.
Excerpted from a longer version of this essay in War Talk (South End
Press, 2003), based on a Lannan Foundation reading. Arundhati Roy's
other books include Power Politics (South End Press, 2001); The God
of Small Things (Random House, 2008), which won the Booker Prize;
Field Notes on Democracy (Haymarket Books, 2009); Walking with the
Comrades (Penguin, 2011); and The Folded Earth (Free Press, 2012).
CHAPTER THIRTY-SIX
The Black Hole
Ariel Dorfman
-------=--'
This is the bedrock of who I am: a man who cannot live in this
world unless he believes there is hope.
In front of me as I write is a photograph of the balcony of the
palace of La Moneda in Santiago, snapped on November 4, 1970,
the day Salvador Allende was inaugurated President of the Re-
public. In that photo, he waves a handkerchief from the balcony,
greeting an unseen crowd that is gathered in the plaza below him.
Next to that photo I have hung another one, of the same
balcony, almost three years later, a few days after the Hawker
Hunter planes under the control of General Pinochet attacked
the palace on September 11, 1973. Their bombs left a black
yawning gap where the balcony stood. Where the president
once waved his handkerchief, there is nothing. Allende is
dead. And we can sense that outside the frame, below where
the balcony jutted out, there is only emptiness, that only the
cold, implacable solitary lens of the camera witnesses the scene.
Nothing else. All too soon, I will be forced to face the black
hole of that photo.
For now, I want to return to the day when that balcony was
as intact as our dreams, when these eyes of mine and all the
thousands of other eyes in the crowd did not have an inkling
of the destruction that awaited us. There was no room for ab-
surd premonitions: This was a turning point in history, the first
309
310 Ariel Dorfman
peaceful, democratic revolution the world had ever known.
Who could stop us? Who would dare to even try?
It was then, in the midst of that multitude of men and
women I had never met and did not know, it was then, as I
breathed in the air that they were breathing out, that I had an
experience which I hesitate to call mystical but which was as
near to a religious epiphany as I have had in my life.
Allende was making a .
This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
The document provides details about the Holocaust and the Nazi regime's "Final Solution" - the systematic attempted extermination of the Jewish population of Europe. It describes the mass killings carried out by Nazi death squads, including shooting innocent Jewish men, women and children. It also discusses the inhumane medical experiments performed by Nazi doctors such as Josef Mengele on victims in concentration camps.
This document provides a 3 chapter summary of the novel Fahrenheit 451 by Ray Bradbury, along with additional context and criticism. The summary covers:
- Chapter 1 describes the pleasure the main character Guy Montag takes in burning books as a fireman, as well as his routine after work where he notices a girl named Clarisse walking alone at night.
- Chapter 2 is not summarized.
- Chapter 3 briefly describes Montag saving a book from the flames instead of burning it, diverging from his role as a fireman.
The document also includes an introduction by Neil Gaiman providing historical context for when the novel was written in 1953, as well as analysis of the novel's themes
This document discusses the rise of Nazi Germany and the Holocaust. It provides quotes from Nazi leaders promoting anti-Semitism as well as accounts of the atrocities committed in concentration camps. It also includes reactions and commentary on the Nazi regime from world leaders after World War 2, establishing international organizations to prevent future genocides and protect human rights.
1) Irma Grese was a guard at the Ravensbrück, Auschwitz, and Bergen-Belsen concentration camps during World War II who rose to the rank of Oberaufseherin.
2) At her trial after the war, survivors testified that Grese beat and shot prisoners, selected people for the gas chambers, and had lampshades made from human skin.
3) Grese denied many of the charges but was found guilty and sentenced to death. She was executed by hanging at age 21, becoming the youngest woman executed for war crimes after World War II.
In the beginning, StanleyMilgram was worried aboutthe NaziMalikPinckney86
In the beginning, Stanley
Milgram was worried about
the Nazi problem. He doesn’t
worry much about the Nazis
anymore. He worries about
you and me, and, perhaps,
himself a little bit too.
Stanley Milgram is a social
psychologist, and when he
began his career at Yale
University in 1960 he had a
plan to prove, scientifically,
that Germans
if Hitler asked You
to Electrocute a Stranger
would you?
Philip Meyer
The experimenter, as
though he were God, can
change a prop here, vary
a line there, and see how
the subject responds.
T
are different. The Germans-are-
different hypothesis has been used
by historians, such as William L.
Shirer, to explain the systematic
destruction of the Jews by the
Third Reich. One madman could
decide to destroy the Jews and
even create a master plan for
getting it done. But to implement it
on the scale that Hitler did meant
that thousands of other people had
to go along with the scheme and
help to do the work. The Shirer
thesis, which Milgram set out to
test, is that Germans have a basic
character flaw which explains the
whole thing, and this flaw is a
readiness to obey authority without
question, no matter what
outrageous acts the authority
commands.
The appealing thing about this
theory is that it makes those of us
who are not Germans feel better
about the whole business.
Obviously, you and I are not
Hitler, and it seems equally
obvious that we would never do
Hitler's dirty work for him. But
now, because of Stanley Milgram,
we are compelled to wonder.
Milgram developed a laboratory
experiment which provided a
systematic way to measure
obedience. His plan was to try it
out in New Haven on Americans
and then go to Germany and try it
out on Germans.
He was strongly motivated by
scientific curiosity, but there was
also some moral content in his
decision to pursue this line of
research, which was, in turn,
colored by his own Jewish
background. If he could show that
Germans are more obedient than
Americans, he could then vary the
conditions of the experiment and
try to find out just what it is that
makes some people more obedient
than others. With this
understanding, the world might,
conceivably, be just a
little bit better.
But he never took
his experiment to
Germany. He never took
it any farther than
Bridgeport. The first
finding, also the most
unexpected and
disturbing finding, was
that we Americans are
an obedient people: not
blindly obedient, and not
blissfully obedient, just obedient.
“I found so much obedience,” says
Milgram softly, a little sadly, “I
hardly saw the need for taking the
experiment to Germany.”
here is something of the
theatre director in
Milgram, and his
technique, which he learned from
one of the old masters in
experimental psychology, Solomon
Asch, is to stage a play with every
line rehearsed, every prop carefully
selected, and everybody an actor
except one person. That one person
is the subject of the experiment.
The subject, of course, doe ...
In the beginning, stanley milgram was worried aboutthe naziADDY50
Stanley Milgram conducted controversial experiments on obedience in the 1960s that shocked the world. In the experiments, subjects were instructed to administer electric shocks to a learner for giving wrong answers, with the shock levels increasing dramatically. Surprisingly, 65% of subjects continued shocking the learner up to 450 volts, even as the learner screamed in pain. When the experiment was modified so subjects had to physically force the learner's hand onto the shock plate, 30% still obeyed the experimenter. The experiments demonstrated that ordinary people are highly obedient to authority figures and revealed troubling insights into human nature.
308 Arundhati Roy Soviet-style communism failed, not becau.docxgilbertkpeters11344
308 Arundhati Roy
Soviet-style communism failed, not because it was intrinsi-
cally evil but because it was flawed. It allowed too few people to
usurp too much power. Twenty-first-century market-capitalism,
American style, will fail for the same reasons. Both are edi-
fices constructed by the human intelligence, undone by human
nature.
The time has come, the Walrus said. Perhaps things will be-
come worse and then better. Perhaps there's a small god up in
heaven readying herself for us. Another world is not only possi-
ble, she's on her way. Maybe many of us won't be here to greet
her, but on a quiet day, if I listen very carefully, I can hear her
breathing.
Excerpted from a longer version of this essay in War Talk (South End
Press, 2003), based on a Lannan Foundation reading. Arundhati Roy's
other books include Power Politics (South End Press, 2001); The God
of Small Things (Random House, 2008), which won the Booker Prize;
Field Notes on Democracy (Haymarket Books, 2009); Walking with the
Comrades (Penguin, 2011); and The Folded Earth (Free Press, 2012).
CHAPTER THIRTY-SIX
The Black Hole
Ariel Dorfman
-------=--'
This is the bedrock of who I am: a man who cannot live in this
world unless he believes there is hope.
In front of me as I write is a photograph of the balcony of the
palace of La Moneda in Santiago, snapped on November 4, 1970,
the day Salvador Allende was inaugurated President of the Re-
public. In that photo, he waves a handkerchief from the balcony,
greeting an unseen crowd that is gathered in the plaza below him.
Next to that photo I have hung another one, of the same
balcony, almost three years later, a few days after the Hawker
Hunter planes under the control of General Pinochet attacked
the palace on September 11, 1973. Their bombs left a black
yawning gap where the balcony stood. Where the president
once waved his handkerchief, there is nothing. Allende is
dead. And we can sense that outside the frame, below where
the balcony jutted out, there is only emptiness, that only the
cold, implacable solitary lens of the camera witnesses the scene.
Nothing else. All too soon, I will be forced to face the black
hole of that photo.
For now, I want to return to the day when that balcony was
as intact as our dreams, when these eyes of mine and all the
thousands of other eyes in the crowd did not have an inkling
of the destruction that awaited us. There was no room for ab-
surd premonitions: This was a turning point in history, the first
309
310 Ariel Dorfman
peaceful, democratic revolution the world had ever known.
Who could stop us? Who would dare to even try?
It was then, in the midst of that multitude of men and
women I had never met and did not know, it was then, as I
breathed in the air that they were breathing out, that I had an
experience which I hesitate to call mystical but which was as
near to a religious epiphany as I have had in my life.
Allende was making a .
This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
‘ICHAPTER TWOChapter Objectives• To define stakeholdLesleyWhitesidefv
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everydLesleyWhitesidefv
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the dispLesleyWhitesidefv
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
•2Notes for the professorMuch of the content on theseLesleyWhitesidefv
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
· You must respond to at least two of your peers by extending, refLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available LesleyWhitesidefv
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The MinistLesleyWhitesidefv
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA andLesleyWhitesidefv
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· · Introduction· What is hyperpituitarism and hypopituitariLesleyWhitesidefv
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory ageLesleyWhitesidefv
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies aLesleyWhitesidefv
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · RLesleyWhitesidefv
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repoLesleyWhitesidefv
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and DLesleyWhitesidefv
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.LesleyWhitesidefv
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the fLesleyWhitesidefv
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
‘ICHAPTER TWOChapter Objectives• To define stakeholdLesleyWhitesidefv
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everydLesleyWhitesidefv
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the dispLesleyWhitesidefv
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
•2Notes for the professorMuch of the content on theseLesleyWhitesidefv
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
· You must respond to at least two of your peers by extending, refLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available LesleyWhitesidefv
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The MinistLesleyWhitesidefv
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA andLesleyWhitesidefv
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· · Introduction· What is hyperpituitarism and hypopituitariLesleyWhitesidefv
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory ageLesleyWhitesidefv
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies aLesleyWhitesidefv
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · RLesleyWhitesidefv
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repoLesleyWhitesidefv
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and DLesleyWhitesidefv
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.LesleyWhitesidefv
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the fLesleyWhitesidefv
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
· Introduction· What is CRF and its types· How is it different
1. · Introduction
· What is CRF and its types
· How is it different than other prediction tools
· Disadvantages and Advantages
· Method
· Why we are using graphical CRF and how is it different than
others
· Detail explanation of Pystruct
· How we train them before feeding the actual data
The Wall Reflection
When this work was fresh in the public eye, the ending was new
and disruptive. It was frightening in its “chance.” With us and
our experiences, “not so much.”
The screw that turns the notches of pain is a physician, one
trained to save lives. But here he practices psychological
torment – a sort of Mengele.
https://encyclopedia.ushmm.org/content/en/article/nazi -
medical-experiments
There are three prisoners and they are a really diverse group. In
common is that they are all male, all accused of crimes against
the state and sentenced to die. The watchers “watch” how each
responds to death coming closer with the knowledge thatthere is
nothing that they can do to stop it.
There is the wall whose image serves a few purposes. There is
a wall between life and death. There is a wall which defines
behaviors for as long as they can be maintained. There is the
wall between those who are condemned and those who are not.
There is the wall against which people are stood and then shot.
2. Sartre’s existentialism focuses on choice. People and cultures
may be defined by their choices. EX: Manhood by personal
choice or in a certain culture may not include pushing a baby
carriage. Making choices requires responsibility for decision
making. This can lead to almost constant questioning of
possibilities, a certain mindfulness. If I do X, then Y or Z, or
AA can result. They could be taken into subsets of each –
almost like backtracking DNA through the generations. How
one conducts himself/herself is who he or she is. The problem
is free will with its constant questioning. It seems obvious that
choices define us, but Sartre’s was then a newer way at looking
at the, at times, quirkiness of life events and situations.
So there you have it. Be in the wrong place at the wrong time,
say the word incorrectly (Farming of Bones foreshadowing), do
not move quickly enough or too slowly, all is choice –the pain
of freedom.
The Wall
John-Paul Sartre
Sartre developed the concept of existentialism. An overview of
the philosophy follows.
John Paul Sartre and the Existential Choice
The existentialist Jean-Paul Sartre thought that human beings
live in anguish. Not because life is terrible. But rather because,
we’re ‘condemned to be free’. We're ‘thrown’ into existence,
become aware of ourselves, and have to make choices. Even
deciding not to choose is a choice. According to Sartre, every
choice reveals what we think a human being should be.
Narrated by Stephen Fry. Scripted by Nigel Warburton.
https://www.youtube.com/watch?v=qpXNRrtuo38
3. War is hell.
Existentialism is a response to the “unfathomable” horrors that
result from man’s choices.
Sartre published The Wall at almost the same time –summer
2937—as Picasso finished Guernica. Guernica was bombed in
April 1937.
The Wall (short story) 1939 | JeanThe Wall (short story) 1939 |
JeanThe Wall (short story) 1939 | JeanThe Wall (short story)
1939 | Jean----Paul SARTREPaul SARTREPaul SARTREPaul
SARTRE
They pushed us into a big white room and I began to blink
because the light hurt my eyes. Then I saw a table and four
men behind the table, civilians, looking over the papers. They
had bunched another group of prisoners in the back and we had
4. to cross the whole room to join them. There were several I
knew and some others who must have been foreigners. The two
in front of me were blond with round skulls: they looked alike. I
supposed they were French. The smaller one kept hitching up
his pants: nerves.
It lasted about three hours: I was dizzy and my head was
empty; but the room was well heated and I found that pleasant
enough: for the past 24 hours we hadn't stopped shivering. The
guards brought the
prisoners up to the table, one after the other. The four men
asked each one his name
and occupation. Most of the time they didn't go any further--or
they would simply ask
a question here and there: "Did you have anything to do with
the sabotage of
munitions?" Or "Where were you the morning of the 9th and
what were you doing?"
They didn't listen to the answers or at least didn't seem to. They
were quiet for a
moment and then looking straight in front of them began to
write. They asked Tom if it
were true he was in the International Brigade: Tom couldn't tell
them otherwise
because of the papers they found in his coat. They didn't ask
Juan anything but they
wrote for a long time after he told them his name.
"My brother Jose is the anarchist," Juan said "You know he isn't
here any more. I don't
belong to any party. I never had anything to do with politics."
They didn't answer. Juan went on, "I haven't done anything. I
don't want to pay for
somebody else."
5. His lips trembled. A guard shut him up and took him away. It
was my turn.
"Your name is Pablo Ibbieta?"
"Yes."
The man looked at the papers and asked me "Where's Ramon
Gris?"
"I don't know."
"You hid him in your house from the 6th to the 19th."
"No."
Page 1 of 14The Wall (1939) | Jean-Paul Sartre
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They wrote for a minute and then the guards took me out. In the
corridor Tom and
Juan were waiting between two guards. We started walking.
Tom asked one of the
guards, "So?"
"So what?" the guard said.
"Was that the cross-examination or the sentence?"
"Sentence" the guard said.
6. "What are they going to do with us?"
The guard answered dryly, "Sentence will be read in your cell."
As a matter of fact, our cell was one of the hospital cellars. It
was terrifically cold there
because of the drafts. We shivered all night and it wasn't much
better during the day.
I had spent the previous five days in a cell in a monastery, a
sort of hole in the wall
that must have dated from the middle ages: since there were a
lot of prisoners and
not much room, they locked us up anywhere. I didn't miss my
cell; I hadn't suffered
too much from the cold but I was alone; after a long time it gets
irritating. In the cellar
I had company. Juan hardly ever spoke: he was afraid and he
was too young to have
anything to say. But Tom was a good talker and he knew
Spanish well.
There was a bench in the cellar and four mats. When they took
us back we sat and
waited in silence. After a long moment, Tom said, "We're
screwed."
"l think so too," I said, "but I don't think they'll do any thing to
the kid.".
"They don't have a thing against him," said Tom. "He's the
brother of a militiaman and
that's all."
I looked at Juan: he didn't seem to hear. Tom went on, "You
know what they do in
Saragossa? They lay the men down on the road and run over
7. them with trucks. A
Moroccan deserter told us that. They said it was to save
ammunition."
"It doesn't save gas." I said.
I was annoyed at Tom: he shouldn't have said that.
"Then there's officers walking along the road," he went on,
"supervising it all. They
stick their hands in their pockets and smoke cigarettes. You
think they finish off the
guys? Hell no. They let them scream. Sometimes for an hour.
The Moroccan said he
damned near puked the first time."
"I don't believe they'll do that here," I said. "Unless they're
really short on
ammunition."
Day was coming in through four air holes and a round opening
they had made in the
ceiling on the left, and you could see the sky through it.
Through this hole, usually
closed by a trap, they unloaded coal into the cellar. Just below
the hole there was a
big pile of coal dust: it had been used to heat the hospital, but
since the beginning of
the war the patients were evacuated and the coal stayed there,
unused; sometimes it
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8. even got rained on because they had forgotten to close the trap.
Tom began to shiver. "Good Jesus Christ, I'm cold," he said.
"Here it goes again."
He got up and began to do exercises. At each movement his
shirt opened on his chest,
white and hairy. He lay on his back, raised his legs in the air
and bicycled. I saw his
great rump trembling. Tom was husky but he had too much fat. I
thought how riffle
bullets or the sharp points of bayonets would soon be sunk into
this mass of tender
flesh as in a lump of butter. It wouldn't have made me feel like
that if he'd been thin.
I wasn't exactly cold, but I couldn't feel my arms and shoulders
any more. Sometimes
I had the impression I was missing something and began to look
around for my coat
and then suddenly remembered they hadn't given me a coat. It
was rather
uncomfortable. They took our clothes and gave them to their
soldiers leaving us only
our shirts--and those canvas pants that hospital patients wear in
the middle of
summer. After a while Tom got up and sat next to me, breathing
heavily.
"Warmer?"
"Good Christ, no. But I'm out of wind."
Around eight o'clock in the evening a major came in with two
9. falangistas. He had a
sheet of paper in his hand. He asked the guard, "What are the
names of those three?"
"Steinbock, Ibbieta and Mirbal," the guard said.
The major put on his eyeglasses and scanned the list:
"Steinbock...Steinbock...Oh
yes...You are sentenced to death. You will be shot tomorrow
morning." He went on
looking. "The other two as well."
"That's not possible," Juan said. "Not me." The major looked at
him amazed. "What's
your name?"
"Juan Mirbal" he said.
"Well your name is there," said the major. "You're sentenced."
"I didn't do anything," Juan said.
The major shrugged his shoulders and turned to Tom and me.
"You're Basque?"
"Nobody is Basque."
He looked annoyed. "They told me there were three Basques.
I'm not going to waste
my time running after them. Then naturally you don't want a
priest?"
We didn't even answer.
He said, "A Belgian doctor is coming shortly. He is authorized
10. to spend the night with
you." He made a military salute and left.
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"What did I tell you," Tom said. "We get it."
"Yes, I said, "it's a rotten deal for the kid."
I said that to be decent but I didn't like the kid. His face was too
thin and fear and
suffering had disfigured it, twisting all his features. Three days
before he was a smart
sort of kid, not too bad; but now he looked like an old fairy and
I thought how he'd
never be young again, even if they were to let him go. It
wouldn't have been too hard
to have a little pity for him but pity disgusts me, or rather it
horrifies me. He hadn't
said anything more but he had turned grey; his face and hands
were both grey. He sat
down again and looked at the ground with round eyes. Tom was
good hearted, he
wanted to take his arm, but the kid tore himself away violently
and made a face.
"Let him alone," I said in a low voice, "you can see he's going
to blubber."
Tom obeyed regretfully: he would have liked to comfort the kid,
it would have passed
11. his time and he wouldn't have been tempted to think about
himself. But it annoyed
me: I'd never thought about death because I never had any
reason to, but now the
reason was here and there was nothing to do but think about it.
Tom began to talk. "So you think you've knocked guys off, do
you?" he asked me. I
didn't answer. He began explaining to me that he had knocked
off six since the
beginning of August; he didn't realize the situation and I could
tell he didn't want to
realize it. I hadn't quite realized it myself, I wondered if it hurt
much, I thought of
bullets, I imagined their burning hail through my body. All that
was beside the real
question; but I was calm: we had all night to understand. After a
while Tom stopped
talking and I watched him out of the corner of my eye; I saw he
too had turned grey
and he looked rotten; I told myself "Now it starts." It was
almost dark, a dim glow
filtered through the air holes and the pile of coal and made a big
stain beneath the
spot of sky; I could already see a star through the hole in the
ceiling: the night would
be pure and icy.
The door opened and two guards came in, followed by a blonde
man in a tan uniform.
He saluted us. "I am the doctor," he said. "I have authorization
to help you in these
trying hours."
He had an agreeable and distinguished voice. I said, "What do
you want here?"
12. "I am at your disposal. I shall do all I can to make your last
moments less difficult."
"What did you come here for? There are others, the hospital's
full of them."
"I was sent here," he answered with a vague look. "Ah! Would
you like to smoke?" he
added hurriedly, "I have cigarettes and even cigars."
He offered us English cigarettes and puros, but we refused. I
looked him in the eyes
and he seemed irritated. I said to him, "You aren't here on an
errand of mercy.
Besides, I know you. I saw you with the fascists in the barracks
yard the day I was
arrested."
I was going to continue, but something surprising suddenly
happened to me; the
presence of this doctor no longer interested me. Generally when
I'm on somebody I
don't let go. But the desire to talk left me completely; I
shrugged and turned my eyes
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away. A little later I raised my head; he was watching me
curiously. The guards were
sitting on a mat. Pedro, the tall thin one, was twiddling his
13. thumbs, the other shook
his head from time to time to keep from falling asleep.
"Do you want a light?" Pedro suddenly asked the doctor. The
other nodded "Yes": I
think he was about as smart as a log, but he surely wasn't bad.
Looking in his cold
blue eyes it seemed to me that his only sin was lack of
imagination. Pedro went out
and came back with an oil lamp which he set on the corner of
the bench. It gave a bad
light but it was better than nothing: they had left us in the dark
the night before. For a
long time I watched the circle of light the lamp made on the
ceiling. I was fascinated.
Then suddenly I woke up, the circle of light disappeared and I
felt myself crushed
under an enormous weight. It was not the thought of death, or
fear; it was nameless.
My cheeks burned and my head ached.
I shook myself and looked at my two friends. Tom had hidden
his face in his hands. I
could only see the fat white nape of his neck. Little Juan was
the worst, his mouth was
open and his nostrils trembled. The doctor went to him and put
his hand on his
shoulder to comfort him: but his eyes stayed cold. Then I saw
the Belgian's hand drop
stealthily along Juan's arm, down to the wrist. Juan paid no
attention. The Belgian took
his wrist between three fingers, distractedly, the same time
drawing back a little and
turning his back to me. But I leaned backward and saw him take
a watch from his
pocket and look at it for a moment, never letting go of the wrist.
14. After a minute he let
the hand fall inert and went and leaned his back against the
wall, then, as if he
suddenly remembered something very important which had to be
jotted down on the
spot, he took a notebook from his pocket and wrote a few lines.
"Bastard," I thought
angrily, "let him come and take my pulse. I'll shove my fist in
his rotten face."
He didn't come but I felt him watching me. I raised my head and
returned his look.
Impersonally, he said to me "Doesn't it seem cold to you here?"
He looked cold, he
was blue.
I'm not cold," I told him.
He never took his hard eyes off me. Suddenly I understood and
my hands went to my
face: I was drenched in sweat. In this cellar, in the midst of
winter, in the midst of
drafts, I was sweating. I ran my hands through my hair, gummed
together with
perspiration: at the same time I saw my shirt was damp and
sticking to my skin: I had
been dripping for an hour and hadn't felt it. But that swine of a
Belgian hadn't missed
a thing; he had seen the drops rolling down my cheeks and
thought: this is the
manifestation of an almost pathological state of terror; and he
had felt normal and
proud of being alive because he was cold. I wanted to stand up
and smash his face but
no sooner had I made the slightest gesture than my rage and
shame were wiped out;
15. I fell back on the bench with indifference.
I satisfied myself by rubbing my neck with my handkerchief
because now I felt the
sweat dropping from my hair onto my neck and it was
unpleasant. I soon gave up
rubbing, it was useless; my handkerchief was already soaked
and I was still sweating.
My buttocks were sweating too and my damp trousers were
glued to the bench.
Suddenly Juan spoke. "You're a doctor?"
"Yes," the Belgian said.
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"Does it hurt... very long?"
"Huh? When... ? Oh, no" the Belgian said paternally "Not at all.
It's over quickly." He
acted as though he were calming a cash customer.
"But I... they told me... sometimes they have to fire twice."
"Sometimes," the Belgian said, nodding. "It may happen that the
first volley reaches
no vital organs."
"Then they have to reload their rifles and aim all over again?"
He thought for a
16. moment and then added hoarsely, "That takes time!"
He had a terrible fear of suffering, it was all he thought about:
it was his age. I never
thought much about it and it wasn't fear of suffering that made
me sweat.
I got up and walked to the pile of coal dust. Tom jumped up and
threw me a hateful
look: I had annoyed him because my shoes squeaked. I
wondered if my face looked as
frightened as his: I saw he was sweating too. The sky was
superb, no light filtered into
the dark corner and I had only to raise my head to see the Big
Dipper. But it wasn't
like it had been: the night before I could see a great piece of sky
from my monastery
cell and each hour of the day brought me a different memory.
Morning, when the sky
was a hard, light blue, I thought of beaches on the Atlantic: at
noon I saw the sun and
I remembered a bar in Seville where I drank manzanilla and ate
olives and anchovies:
afternoons I was in the shade and I thought of the deep shadow
which spreads over
half a bull-ring leaving the other half shimmering in sunlight: it
was really hard to see
the whole world reflected in the sky like that. But now I could
watch the sky as much
as I pleased, it no longer evoked anything tn me. I liked that
better. I came back and
sat near Tom. A long moment passed.
Tom began speaking in a low voice. He had to talk, without that
he wouldn't have been
able no recognize himself in his own mind. I thought he was
17. talking to me but he
wasn't looking at me. He was undoubtedly afraid to see me as I
was, grey and
sweating: we were alike and worse than mirrors of each other.
He watched the
Belgian, the living.
"Do you understand?" he said. "I don't understand."
I began to speak in a low voice too. I watched the Belgian.
"Why? What's the matter?"
"Something is going to happen to us than I can't understand."
There was a strange smell about Tom. It seemed to me I was
more sensitive than
usual to odors. I grinned. "You'll understand in a while."
"It isn't clear," he said obstinately. "I want to be brave but first
I have to know. . .
.Listen, they're going to take us into the courtyard. Good.
They're going to stand up in
front of us. How many?"
"l don't know. Five or eight. Not more."
"All right. There'll be eight. Someone'll holler 'aim!' and I'll see
eight rifles looking at
me. I'll think how I'd like to get inside the wall, I'll push against
it with my back. . . .
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18. with every ounce of strength I have, but the wall will stay, like
in a nightmare. I can
imagine all that. If you only knew how well I can imagine it."
"All right, all right!" I said. "I can imagine it too."
"lt must hurt like hell. You know they aim at the eyes and the
mouth to disfigure you,"
he added mechanically. "I can feel the wounds already. I've had
pains in my head and
in my neck for the past hour. Not real pains. Worse. This is
what I'm going to feel
tomorrow morning. And then what?"
I well understood what he meant but I didn't want to act as if I
did. I had pains too,
pains in my body like a crowd of tiny scars. I couldn't get used
to it. But I was like
him. I attached no importance to it. "After," I said. "you'll be
pushing up daisies."
He began to talk to himself: he never stopped watching the
Belgian. The Belgian didn't
seem to be listening. I knew what he had come to do; he wasn't
interested in what we
thought; he came to watch our bodies, bodies dying in agony
while yet alive.
"It's like a nightmare," Tom was saying. "You want to think
something, you always
have the impression that it's all right, that you're going to
understand and then it slips,
it escapes you and fades away. I tell myself there will be
nothing afterwards. But I
19. don't understand what it means. Sometimes I almost can.... and
then it fades away
and I start thinking about the pains again, bullets, explosions.
I'm a materialist, I
swear it to you; I'm not going crazy. But something's the matter.
I see my corpse;
that's not hard but I'm the one who sees it, with my eyes. I've
got to think... think
that I won't see anything anymore and the world will go on for
the others. We aren't
made to think that, Pablo. Believe me: I've already stayed up a
whole night waiting for
something. But this isn't the same: this will creep up behind us,
Pablo, and we won't
be able to prepare for it."
"Shut up," I said, "Do you want me to call a priest?"
He didn't answer. I had already noticed he had the tendency to
act like a prophet and
call me Pablo, speaking in a toneless voice. I didn't like that:
but it seems all the Irish
are that way. I had the vague impression he smelled of urine.
Fundamentally, I hadn't
much sympathy for Tom and I didn't see why, under the pretext
of dying together, I
should have any more. It would have been different with some
others. With Ramon
Gris, for example. But I felt alone between Tom and Juan. I
liked that better, anyhow:
with Ramon I might have been more deeply moved. But I was
terribly hard just then
and I wanted to stay hard.
He kept on chewing his words, with something like distraction.
He certainly talked to
20. keep himself from thinking. He smelled of urine like an old
prostate case. Naturally, I
agreed with him. I could have said everything he said: it isn't
natural to die. And since
I was going to die, nothing seemed natural to me, not this pile
of coal dust, or the
bench, or Pedro's ugly face. Only it didn't please me to think the
same things as Tom.
And I knew that, all through the night, every five minutes, we
would keep on thinking
things at the same time. I looked at him sideways and for the
first time he seemed
strange to me: he wore death on his face. My pride was
wounded: for the past 24
hours I had lived next to Tom, I had listened to him. I had
spoken to him and I knew
we had nothing in common. And now we looked as much alike
as twin brothers, simply
because we were going to die together. Tom took my hand
without looking at me.
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"Pablo. I wonder... I wonder if it's really true that everything
ends."
I took my hand away and said, "Look between your feet, you
pig."
There was a big puddle between his feet and drops fell from his
pants-leg.
21. "What is it," he asked, frightened.
"You're pissing in your pants," I told him.
"lt isn't true," he said furiously. "I'm not pissing. I
don't feel anything."
The Belgian approached us. He asked with false solicitude. "Do
you feel ill?"
Tom did not answer. The Belgian looked at the puddle and said
nothing.
"I don't know what it is," Tom said ferociously. "But I'm not
afraid. I swear I'm not
afraid."
The Belgian did not answer. Tom got up and went to piss in a
corner. He came back
buttoning his fly, and sat down without a word. The Belgian
was taking notes.
All three of us watched him because he was alive. He had the
motions of a living
human being, the cares of a living human being; he shivered in
the cellar the way the
living are supposed to shiver; he had an obedient, well -fed
body. The rest of us hardly
felt ours--not in the same way anyhow. I wanted to feel my
pants between my legs
but I didn't dare; I watched the Belgian, balancing on his legs,
master of his muscles,
someone who could think about tomorrow. There we were, three
bloodless shadows;
22. we watched him and we sucked his life like vampires.
Finally he went over to little Juan. Did he want to feel his neck
for some professional
motive or was he obeying an impulse of charity? If he was
acting by charity it was the
only time during the whole night.
He caressed Juan's head and neck. The kid let himself be
handled, his eyes never
leaving him, then suddenly he seized the hand and looked at it
strangely. He held the
Belgian's hand between his own two hands and there was
nothing pleasant about
them, two grey pincers gripping this fat and reddish hand. I
suspected what was going
to happen and Tom must have suspected it too: but the Belgian
didn't see a thing, he
smiled paternally. After a moment the kid brought the fat red
hand to his mouth and
tried to bite it. The Belgian pulled away quickly and stumbled
back against the wall.
For a second he looked at us with horror, he must have suddenly
understood that we
were not men like him. I began to laugh and one of the guards
jumped up. The other
was asleep, his wide open eyes were blank.
I felt relaxed and over-excited at the same time. I didn't want to
think any more about
what would happen at dawn, at death. It made no sense. I only
found words or
emptiness. But as soon as I tried to think of anything else I saw
rifle barrels pointing
at me. Perhaps I lived through my execution twenty times; once
I even thought it was
23. for good: I must have slept a minute. They were dragging me to
the wall and I was
struggling; I was asking for mercy. I woke up with a start and
looked at the Belgian: I
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was afraid I might have cried out in my sleep. But he was
stroking his moustache, he
hadn't noticed anything. If I had wanted to, I think I could have
slept a while; I had
been awake for 48 hours. I was at the end of my rope. But I
didn't want to lose two
hours of life; they would come to wake me up at dawn. I would
follow them, stupefied
with sleep and I would have croaked without so much as an
"Oof!"; I didn't want that.
I didn't want to die like an animal, I wanted to understand. Then
I was afraid of having
nightmares. I got up, walked back and forth, and, to change my
ideas, I began to
think about my past life. A crowd of memories came back to me
pell-mell. There were
good and bad ones--or at least I called them that before. There
were faces and
incidents. I saw the face of a little novillero who was gored tn
Valencia during the
Feria, the face of one of my uncles, the face of Ramon Gris. I
remembered my whole
life: how I was out of work for three months in 1926, how I
almost starved to death. I
24. remembered a night I spent on a bench in Granada: I hadn't
eaten for three days. I
was angry, I didn't want to die. That made me smile. How madly
I ran after happiness,
after women, after liberty. Why? I wanted to free Spain, I
admired Pi y Margall, I
joined the anarchist movement, I spoke in public meetings: I
took everything as
seriously as if I were immortal.
At that moment I felt that I had my whole life in front of me and
I thought, "It's a
damned lie." It was worth nothing because it was finished. I
wondered how I'd been
able to walk, to laugh with the girls: I wouldn't have moved so
much as my little finger
if I had only imagined I would die like this. My life was in front
of me, shut, closed, like
a bag and yet everything inside of it was unfinished. For an
instant I tried to judge it. I
wanted to tell myself, this is a beautiful life. But I couldn't pass
judgment on it; it was
only a sketch; I had spent my time counterfeiting eternity, I had
understood nothing. I
missed nothing: there were so many things I could have missed,
the taste of
manzanilla or the baths I took in summer in a little creek near
Cadiz; but death had
disenchanted everything.
The Belgian suddenly had a bright idea. "My friends," he told
us, "I will undertake--if
the military administration will allow it--to send a message for
you, a souvenir to those
who love you. . . ."
25. Tom mumbled, "I don't have anybody."
I said nothing. Tom waited an instant then looked at me with
curiosity. "You don't
have anything to say to Concha?"
"No."
I hated this tender complicity: it was my own fault, I had talked
about Concha the
night before. I should have controlled myself. I was with her for
a year. Last night I
would have given an arm to see her again for five minutes. That
was why I talked
about her, it was stronger than I was. Now I had no more desire
to see her, I had
nothing more to say to her. I would not even have wanted to
hold her in my arms: my
body filled me with horror because it was grey and sweating--
and I wasn't sure that
her body didn't fill me with horror. Concha would cry when she
found out I was dead,
she would have no taste for life for months afterward. But I was
still the one who was
going to die. I thought of her soft, beautiful eyes. When she
looked at me something
passed from her to me. But I knew it was over: if she looked at
me now the look
would stay in her eyes, it wouldn't reach me. I was alone.
Tom was alone too but not in the same way. Sitting cross-
legged, he had begun to
stare at the bench with a sort of smile, he looked amazed. He
put out his hand and
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touched the wood cautiously as if he were afraid of breaking
something, then drew
back his hand quickly and shuddered. If I had been Tom I
wouldn't have amused
myself by touching the bench; this was some more Irish
nonsense, but I too found
that objects had a funny look: they were more obliterated, less
dense than usual. It
was enough for me to look at the bench, the lamp, the pile of
coal dust, to feel that I
was going to die. Naturally I couldn't think clearly about my
death but I saw it
everywhere, on things, in the way things fell back and kept their
distance, discreetly,
as people who speak quietly at the bedside of a dying man. It
was his death which
Tom had just touched on the bench.
In the state I was in, if someone had come and told me I could
go home quietly, that
they would leave me my life whole, it would have left me cold:
several hours or
several years of waiting is all the same when you have lost the
illusion of being
eternal. I clung to nothing, in a way I was calm. But it was a
horrible calm--because of
my body; my body, I saw with its eyes, I heard with its ears, but
it was no longer me;
it sweated and trembled by itself and I didn't recognize it any
more. I had to touch it
27. and look at it to find out what was happening, as if it were the
body of someone else.
At times I could still feel it, I felt sinkings, and fallings, as
when you're in a plane
taking a nose dive, or I felt my heart beating. But that didn't
reassure me. Everything
that came from my body was all cockeyed. Most of the time it
was quiet and I felt no
more than a sort of weight, a filthy presence against me; I had
the impression of being
tied to an enormous vermin. Once I felt my pants and I felt they
were damp; I didn't
know whether it was sweat or urine, but I went to piss on the
coal pile as a precaution.
The Belgian took out his watch, looked at it. He said, "It is
three-thirty."
Bastard! He must have done it on purpose. Tom jumped; we
hadn't noticed time was
running out; night surrounded us like a shapeless, somber mass.
I couldn't even
remember that it had begun.
Little Juan began to cry. He wrung his hands, pleaded, "I don't
want to die. I don't
want to die."
He ran across the whole cellar waving his arms in the air then
fell sobbing on one of
the mats. Tom watched him with mournful eyes, without the
slightest desire to console
him. Because it wasn't worth the trouble: the kid made more
noise than we did, but he
was less touched: he was like a sick man who defends himself
against his illness by
28. fever. It's much more serious when there isn't any fever.
He wept: I could clearly see he was pitying himself; he wasn't
thinking about death.
For one second, one single second, I wanted to weep myself, to
weep with pity for
myself. But the opposite happened: I glanced at the kid, I saw
his thin sobbing
shoulders and I felt inhuman: I could pity neither the others nor
myself. I said to
myself, "I want to die cleanly."
Tom had gotten up, he placed himself just under the round
opening and began to
watch for daylight. I was determined to die cleanly and I only
thought of that. But ever
since the doctor told us the time, I felt time flying, flowing
away drop by drop.
It was still dark when I heard Tom's voice: "Do you hear them?"
Men were marching in the courtyard.
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"Yes."
"What the hell are they doing? They can't shoot in the dark."
After a while we heard no more. I said to Tom, "It's day."
29. Pedro got up, yawning, and came to blow out the lamp. He said
to his buddy, "Cold as
hell."
The cellar was all grey. We heard shots in the distance.
"It's starting," I told Tom. "They must do it in the court in the
rear."
Tom asked the doctor for a cigarette. I didn't want one; I didn't
want cigarettes or
alcohol. From that moment on they didn't stop firing.
"Do you realize what's happening," Tom said.
He wanted to add something but kept quiet, watching the door.
The door opened and
a lieutenant came in with four soldiers. Tom dropped his
cigarette.
"Steinbock?"
Tom didn't answer. Pedro pointed him out.
"Juan Mirbal?"
"On the mat."
"Get up," the lieutenant said.
Juan did not move. Two soldiers took him under the arms and
set him on his feet. But
he fell as soon as they released him.
The soldiers hesitated.
30. "He's not the first sick one," said the lieutenant. "You two carry
him: they'll fix it up
down there."
He turned to Tom. "Let's go."
Tom went out between two soldiers. Two others followed,
carrying the kid by the
armpits. He hadn't fainted; his eyes were wide open and tears
ran down his cheeks.
When I wanted to go out the lieutenant stopped me.
"You Ibbieta?"
"Yes."
"You wait here: they'll come for you later."
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They left. The Belgian and the two jailers left too, I was alone.
I did not understand
what was happening to me but I would have liked it better if
they had gotten it over
with right away. I heard shots at almost regular intervals; I
shook with each one of
them. I wanted to scream and tear out my hair. But I gritted my
teeth and pushed my
hands in my pockets because I wanted to stay clean.
After an hour they came to get me and led me to the first floor,
31. to a small room that
smelt of cigars and where the heat was stifling. There were two
officers sitting
smoking in the armchairs, papers on their knees.
"You're Ibbieta?"
"Yes."
"Where is Ramon Gris?"
"l don't know."
The one questioning me was short and fat. His eyes were hard
behind his glasses. He
said to me, "Come here."
I went to him. He got up and took my arms, staring at me with a
look that should have
pushed me into the earth. At the same time he pinched my
biceps with all his might. It
wasn't to hurt me, it was only a game: he wanted to dominate
me. He also thought he
had to blow his stinking breath square in my face. We stayed for
a moment like that,
and I almost felt like laughing. It takes a lot to intimidate a man
who is going to die; it
didn't work. He pushed me back violently and sat down again.
He said, "It's his life
against yours. You can have yours if you tell us where he is."
These men dolled up with their riding crops and boots were still
going to die. A little
later than I, but not too much. They busied themselves looking
for names in their
crumpled papers, they ran after other men to imprison or
32. suppress them: they had
opinions on the future of Spain and on other subjects. Their
little activities seemed
shocking and burlesqued to me; I couldn't put myself in their
place. I thought they
were insane. The little man was still looking at me, whipping
his boots with the riding
crop. All his gestures were calculated to give him the look of a
live and ferocious beast.
"So? You understand?"
I don't know where Gris is," I answered. "I thought he was in
Madrid."
The other officer raised his pale hand indolently. This indolence
was also calculated. I
saw through all their little schemes and I was stupefied to find
there were men who
amused themselves that way.
"You have a quarter of an hour to think it over," he said slowly.
"Take him to the
laundry, bring him back in fifteen minutes. If he still refuses he
will he executed on the
spot."
They knew what they were doing: I had passed the night in
waiting; then they had
made me wait an hour in the cellar while they shot Tom and
Juan and now they were
locking me up in the laundry; they must have prepared their
game the night before.
They told themselves that nerves eventually wear out and they
hoped to get me that
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way.
They were badly mistaken. In the laundry I sat on a stool
because I felt very weak and
I began to think. But not about their proposition. Of course I
knew where Gris was; he
was hiding with his cousins, four kilometers from the city. I
also knew that I would not
reveal his hiding place unless they tortured me (but they didn't
seem to be thinking
about that). All that was perfectly regulated, definite and in no
way interested me.
Only I would have liked to understand the reasons for my
conduct. I would rather die
than give up Gris. Why? I didn't like Ramon Gris any more. My
friendship for him had
died a little while before dawn at the same time as my love for
Concha, at the same
time as my desire to live. Undoubtedly I thought highly of him:
he was tough. But it
was not for this reason that I consented to die in his place; his
life had no more value
than mine; no life had value. They were going to slap a man up
against a wall and
shoot at him till he died, whether it was I or Gris or somebody
else made no
difference. I knew he was more useful than I to the cause of
Spain but I thought to
hell with Spain and anarchy; nothing was important. Yet I was
34. there, I could save my
skin and give up Gris and I refused to do it. I found that
somehow comic; it was
obstinacy. I thought, "I must be stubborn!" And a droll sort of
gaiety spread over me.
They came for me and brought me back to the two officers. A
rat ran out from under
my feet and that amused me. I turned to one of the falangistas
and said, "Did you see
the rat?"
He didn't answer. He was very sober, he took himself seriously.
I wanted to laugh but
I held myself back because I was afraid that once I got started I
wouldn't be able to
stop. The falangista had a moustache. I said to him again, "You
ought to shave off
your moustache, idiot." I thought it funny that he would let the
hairs of his living being
invade his face. He kicked me without great conviction and I
kept quiet.
"Well," said the fat officer, "have you thought about it?"
I looked at them with curiosity, as insects of a very rare species.
I told them, "I know
where he is. He is hidden in the cemetery. In a vault or in the
gravediggers' shack."
It was a farce. I wanted to see them stand up, buckle their belts
and give orders
busily.
They jumped to their feet. "Let's go. Molés, go get fifteen men
from Lieutenant Lopez.
35. You," the fat man said, "I'll let you off if you're telling the
truth, but it'll cost you plenty
if you're making monkeys out of us."
"They left in a great clatter and I waited peacefully under the
guard of falangistas.
From time to time I smiled, thinking about the spectacle they
would make. I felt
stunned and malicious. I imagined them lifting up tombstones,
opening the doors of
the vaults one by one. I represented this situation to myself as if
I had been someone
else: this prisoner obstinately playing the hero, these grim
falangistas with their
moustaches and their men in uniform running among the graves;
it was irresistibly
funny. After half an hour the little fat man came back alone. I
thought he had come to
give the orders to execute me. The others must have stayed in
the cemetery.
The officer looked at me. He didn't look at all sheepish. "Take
him into the big
courtyard with the others," he said. "After the military
operations a regular court will
decide what happens to him."
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"Then they're not... not going to shoot me?..."
36. "Not now, anyway. What happens afterwards is none of my
business."
I still didn't understand. I asked, "But why...?"
He shrugged his shoulders without answering and the soldiers
took me away. In the
big courtyard there were about a hundred prisoners, women,
children and a few old
men. I began walking around the central grass plot, I was
stupefied. At noon they let
us eat in the mess hall. Two or three people questioned me. I
must have known them,
but I didn't answer: I didn't even know where I was.
Around evening they pushed about ten new prisoners into the
court. I recognized
Garcia, the baker. He said, "What damned luck you have! I
didn't think I'd see you
alive."
"They sentenced me to death," I said, "and then they changed
their minds. I don't
know why."
"They arrested me at two o'clock," Garcia said.
"Why?" Garcia had nothing to do with politics.
"I don't know," he said. "They arrest everybody who doesn't
think the way they do."
He lowered his voice. "They got Gris."
I began to tremble. "When?"
"This morning. He messed it up. He left his cousin's on Tuesday
37. because they had an
argument. There were plenty of people to hide him but he didn't
want to owe anything
to anybody. He said, ' I'd go and hide in Ibbieta's place, but they
got him, so I'll go
hide in the cemetery.'"
"In the cemetery?"
"Yes. What a fool. Of course they went by there this morning,
that was sure to
happen. They found him in the gravediggers' shack. He shot at
them and they got
him."
"In the cemetery!"
Everything began to spin and I found myself sitting on the
ground: I laughed so hard I
cried.
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